Hamilton seniors describe job shadows that led to jobs and college plans

At the Hamilton Central School District board meeting on June 11, agriculture teacher and work-based learning coordinator Johanna Bosard introduced seniors who described their career-focused job-shadow experiences and how those placements helped them clarify next steps after graduation.

"Work-based learning is a capstone class for students in our career and technical education program," Bosard said, describing a semester-long sequence that begins with cover letters and resumes and culminates in senior-year job shadows. "We try to work with the employer when it's easiest and best for them to have a student," she added, noting placements run from single-day visits to multi-day experiences.

Senior Jack Poyer said his first placement at Steve Brinks Manufacturing involved welding a steel rack and led to a part-time job offer. "He offered me a part-time job until I graduate from high school, offering me a full-time job," Jack told the board. He also described visits to Morrisville and Mohawk Valley Community College that influenced his decision to attend college for the Ford ASSET program and pursue metal fabrication.

James Hanmer described job shadows at small-engine and auto shops, and at a local paint and body shop that resulted in a part-time position compatible with his school schedule. "Because of this experience, I've been able to get a part-time job working around my schedule," James said.

Both students highlighted hands-on learning opportunities—welding, forging, engine repair, tire service and construction trades—and said the experiences helped them rule out some career options and confirm others. Jack said he learned he did not want to be a mechanic after seeing the complexity of some engine work; James said farm work emphasized the physical demands of agricultural labor.

Bosard told the board the program introduces students to more than 350 possible careers in agriculture and related trades and prepares them for apprenticeships, two- and four-year programs, military service or direct entry into the workforce.

The presentation concluded with board members asking about summer guidance-office availability for seniors and program logistics; Bosard and administrators said they would make guidance availability known and continue to support student transitions.